University of Aberdeen

Adapting Objective Structured Practical Examinations (OSPE’s) to assess laboratoryscience skillsScott, Derek Anthony; Jenkinson, Alison

Publication date:2017

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Citation for pulished version (APA):Scott, D. A., & Jenkinson, A. (2017). Adapting Objective Structured Practical Examinations (OSPE’s) to assesslaboratory science skills. Paper presented at HEA STEM Annual Conference, Manchester, United Kingdom.

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Download date: 27. Apr. 2020

How to OSPE

Dr Derek Scott & Prof Alison Jenkinson

School of Medicine, Medical Sciences & Nutrition

Adapting Objective Structured Practical Exams (OSPE’s) to assess laboratory science skills

Project Background

• Need for a rigorous final year practical experience

• Assess students from a wide variety of different backgrounds

• Integrate visiting students

• Assess skills that are not the usual focus of our teaching and learning activities

• Curriculum Reform and demonstration of Graduate Attributes and Employability skills

• Staff succession planning

• Preparation for Honours projects

OSPE Overview

Aims

• Objective Structured Practical Examination (OSPE) assessments - assess theoretical, practical and problem-solving skills at multiple stations.

• Marking criteria structured and published in advance.

• Students receive the same test and interaction with different examiners.

• Six stations, each assessing a mixture of different skills.

• Automated timing using PowerPoint

• Would this method be suitable to assess Honours sciences students in practical and communications skills?

• Is it an efficient method to assess a large Honours class and provide timely and USEFUL feedback?

Station 2 – Serial Dilution (10 mins)

• Undertake 3 serial dilutions (contextualised for different disciplines)

• how much methylene blue must be added to a given volume of water)

• Reinforce basic lab skills

• Safety equipment, pipette skills, appropriate waste disposal

• Requires speed and efficiency (time pressure)

• Final dilutions read on a spectrophotometer

• Students record dilutions requested and absorbance results

• Absorbance predetermined (with a reasonable tolerance level)

• Different dilutions given to students between rotations

• Automatic fail for lack of adherence to H&S requirements

Station 6 – Phlebotomy (10 mins)

• New skill for majority of students

• Students interact with examiner assuming they are a research study volunteer

• Enables assessment of ethical approach, communication skills, H&S, using sharps and handling containment level 2 materials – ALL whilst undertaking a new task (taking a blood sample)

• Marking scheme published in advance

• Negative marking used for unsafe practice (eg failure to wash hands, wear gloves or dispose of needles appropriately)

• Moved from paper marking system to iPad after 1st year to enhance feedback

• Review of marking scheme to improve consistency between examiners

• Lengthened station with additional H&S and ethics questions

Outcomes

Outcomes & Feedback

• Students • Found the process “a bit stressful” as they had to prove they knew how to

perform specific tasks/skills. • However, found it worthwhile preparation for upcoming practical work and

employment opportunities. • Reported thinking more about skills expected in future employment, and also

considering their strengths and weaknesses. • Felt they could display their full range of knowledge, skills and abilities.

• Staff • A useful way of assessing wide array of graduate attributes at Honours level

WITHOUT large amounts of paperwork. • However, requires planning, clear aims and flexibility in initial stages. • Assessment of communications skills improved – sometimes forgotten in

traditional science-based curricula.

Developments

EVERY YEAR – POSITIVE STUDENT FEEDBACK

• Year 3+ • Increased staff interest/

engagement in this style of assessment

• New stations to include pharmacology students (see poster)

• Videos of stations on VLE to help practice and preparation

• Integrate use of technology • Encourage greater student

reflection on skills weaknesses (time management, communication etc)

• Outreach, remote and rural considerations?

• Year 1 • Remove paper and automate as much as

possible. • Increase the number of staff and disciplines

doing OSPE. • Remove subjectivity in assessment. • Could we deliver feedback and grades to the

VLE almost immediately? • Year 2 • Introduce iPad for marking • Expanded disciplines taking assessment • Increased student numbers • Emergency back up plans (business continuity) • Duplicate stations and multiple locations used

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